The Independent Journal of Teaching and Learning: Most Recent Articleshttps://journals.co.za/content/journal/jitl1?TRACK=RSS
Please follow the links to view the content.Notes on contributorshttps://journals.co.za/content/journal/10520/EJC-1d666ce657?TRACK=RSS
<div>Notes on contributors</div>Fri, 01 May 2020 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d666ce657?TRACK=RSS2020-05-01T00:00:00ZEditorialhttps://journals.co.za/content/journal/10520/EJC-1d66762c83?TRACK=RSS
<div>In the last decades, many governments wished to enhance socio-economic development through the creation of knowledge economies. To achieve this, access to higher education was at the forefront of the agenda. This generally yielded positive results and led to the massification of higher education (HE). South Africa was no different with access being embedded within the government&#8217;s transformation of higher education programme. More recently, along with the growth of student enrolments, the mode of study has been changing. There has been an exponential increase in online learning courses and programmes within traditional higher education institutions worldwide. These may be offered completely online or through a blended mode of delivery. An important aspect of online learning is that it offers students the flexibility to learn anywhere at any time. This is particularly suited to those in employment or who have responsibilities that do not allow for learning to take place at preset times in a particular location.</div>Fri, 01 May 2020 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d66762c83?TRACK=RSSDolina Dowling2020-05-01T00:00:00ZThe contribution of the e-tutor model in an open distance learning higher education institution: the perspective of the e-tutor1https://journals.co.za/content/journal/10520/EJC-1d66798530?TRACK=RSS
<div>The objective of this exploratory qualitative study was to determine e-tutors&#8217; perceptions (only e-tutors&#8217; perceptions, not students&#8217; or lecturers&#8217; perceptions) of the contribution of the e-tutor model towards an open distance learning institution, as well as to its students, from a sample of 31 out of 50 e-tutors in the Human Resource Management (HRM) Department. Open-ended questions were emailed to 50 e-tutors in the HRM Department to be completed on a voluntary basis. The results indicated that according to these e-tutors, the e-tutor model may hold several benefits for the institution, including that it could assist to increase pass rates, provide support to students and lecturers, assist to bridge the ODL gap &#8211; the gap between students, lecturers and fellow students due to distance education, and provide a competitive advantage to the institution. The e-tutors&#8217; views furthermore revealed that the model may hold substantial benefits for the students such as that it could assist students to understand the content and knowledge of the learning matter better, keep them informed, increase interaction, motivate them, and increase support and the ability of students to graduate. Therefore, the study demonstrates that the ODL institution's use of the e-tutor model could increase its student success rates and institutional competitiveness.1</div>Fri, 01 May 2020 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d66798530?TRACK=RSSYvonne Joubert and Annette Snyman2020-05-01T00:00:00ZComputer-assisted assessment : an old remedy for challenges in open distance learninghttps://journals.co.za/content/journal/10520/EJC-1d669065b6?TRACK=RSS
<div>The article reports on the experiences of lecturers on the implementation of computer-assisted assessment in an open distance learning context. Open distance learning is growing rapidly worldwide. The North-West University and Unit for Open Distance Learning are no different and the institution has a large component of open distance learning students. The aim of the research was to reflect on the experiences of lecturers with regard to the use of computer-assisted assessment. The Technology Acceptance Model and ADKAR model were used as conceptual frameworks. This study adopted a qualitative approach: interviews were conducted with 26 lecturers during 2015 and 2016. The data showed that computer-assisted assessment (multiple-choice questions) have certain challenges, but can also contribute to a more effective open distance learning assessment strategy. Recommendations were formulated according to findings. The article concludes that computer-assisted assessment has a place in an open distance learning context.</div>Fri, 01 May 2020 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d669065b6?TRACK=RSSMartin Combrinck and Willem J. van Vollenhoven2020-05-01T00:00:00ZExploring the impact of intimate partner violence on the women students living in cohabitationhttps://journals.co.za/content/journal/10520/EJC-1d6695f5ff?TRACK=RSS
<div>The aim of the study was to explore the impact of intimate partner violence on female students living in cohabitation in one South African tertiary institution. In a qualitative study comprised of 12 black isiXhosa speaking female students, aged 19-24, from the University of Fort Hare (Alice Campus), a purposive sampling was followed. The study was underpinned by Emersson&#8217;s social exchange theory. The participants gave their informed consent to be tape-recorded prior to conducting the focus group interviews, which lasted for almost an hour. Safeguarding their dignity, privacy and confidentiality was achieved by using pseudonyms. To ensure trustworthiness of the study, Lincoln and Guba&#8217;s principles were followed, namely: confirmability, dependability, neutrality and transferability. The findings revealed that cohabiting female students are subjugated in terms of expressing their rights to negotiate safe sex and are physically abused when refusing to terminate pregnancies. Furthermore, an impaired sense of autonomy and deprivation to bond with their own biological children were reported. Based on the findings, the authors conclude that there should be empowerment programmes for gender equality at tertiary institutions and parental support for female students.</div>Fri, 01 May 2020 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d6695f5ff?TRACK=RSSEmanuel Mashabela and Jabulani Gilford Kheswa2020-05-01T00:00:00ZMutual benefits of an experiential learning community project in South Africa : perceptual skills development and learning supporthttps://journals.co.za/content/journal/10520/EJC-1d6699cf94?TRACK=RSS
<div>This paper draws on Kolb&#8217;s experiential learning theory. Experiential learning can be used to create and verify knowledge or to analyse truths and belief systems. The experiences of third-year Bachelor of Education (BEd) students and the benefits of stakeholder engagement in the delivery of teacher training are highlighted in this paper. Although learners were the focal point of this community engagement project, both in-service and pre-service teachers benefitted in terms of skills transfer and upskilling. Special emphasis was placed on reading comprehension and the effects of the underdevelopment of perceptual skills on learning. The epistemological theoretical insights in this paper contribute to teaching practice, equipping in-service teachers with the skill to link perceptual skills development to learning. The project made use of participatory action research (PAR) underpinned by Kolb&#8217;s interactive learning cycle of active experimentation, reflective observation, concrete experience and abstract conceptualisation. Two hundred and seventeen (217) student teachers, 20 Foundation Phase teachers and 300 learners from one school participated in this project. The results of this community engagement project revealed that community projects are essential in disseminating theoretical knowledge to in-service teachers, and thus, in sharing learning support strategies for children with special needs.</div>Fri, 01 May 2020 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d6699cf94?TRACK=RSSNkhensani Susan Thuketana2020-05-01T00:00:00ZSchool-based professional development interventions : the effects of a lesson study approach for mathematics teachershttps://journals.co.za/content/journal/10520/EJC-1d669ca9c9?TRACK=RSS
<div>School-based professional development interventions are regarded as one of the most efficient ways to facilitate teacher learning. However, the available evidence supporting their effectiveness is limited. This paper assesses and seeks to understand the effects of a school-based professional development intervention that uses Lesson Study to foster improvements in the teaching and learning of primary and secondary school mathematics. Retrospective pre-testing and semi-structured interviews reveal that teachers perceive changes in their curriculum decisions and instructional practices after participating in the intervention. Furthermore, the findings suggest that collaboration, peer observation and critical reflection are essential components in assisting teachers with the selection and implementation of effective teaching strategies. The findings suggest that school-based professional development interventions can be effective in improving teachers&#8217; instructional practices and curriculum decisions. The authors therefore recommend a shift towards more situated, collaborative and school-based professional development approaches for teachers.</div>Fri, 01 May 2020 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d669ca9c9?TRACK=RSSDavid Maleho Letloenyane and Loyiso Currell Jita2020-05-01T00:00:00ZResilience and care : how teachers deal with situations of adversity in the teaching and learning environmenthttps://journals.co.za/content/journal/10520/EJC-1d66a60c00?TRACK=RSS
<div>Focusing on the notion of teacher resilience, which has attracted much attention on teaching and teacher education in contemporary research, this article discusses manifestations of resilience and care in the professional practices of teachers in one school in Uganda, while navigating the challenging and competing demands of the job, their personal welfare and social needs. I draw on in-depth interviews and Focus Group Discussion (FGDs) with 32 teachers to show that teachers are not always indifferent to their job obligations and do not lack commitment to quality teaching as oftentimes presented in public discourse. I examine acts of professionalism such as care for learners and resilience that manifest both implicitly and explicitly, when faced with adverse conditions. By exploring their working lives, I present the various factors that lead to the successful and sustainable long-standing careers as teachers. I argue against the dominant discourse of criticism that is harmful and counterproductive to their self-esteem, morale and enthusiasm. The article suggests positive feedback that motivates self-evaluation of both strengths and weaknesses, and recognition of small acts of resilience and initiatives undertaken by individual teachers as a way of uplifting the public image of teaching.</div>Fri, 01 May 2020 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d66a60c00?TRACK=RSSAlice Wabule2020-05-01T00:00:00ZMicro commercialisation the new threat to teacher collegiality in Masvingo districthttps://journals.co.za/content/journal/10520/EJC-1d66a91686?TRACK=RSS
<div>This article interrogates the phenomenon of money-making among humanities teachers in secondary schools in Zimbabwe. Contemporary literature (Murisa, 2010; Mukeredzi, 2013) reveals that there has been a deterioration in the working conditions of teachers which has dented teacher morale to an all-time low. In order to make ends meet, teachers resort to the micro commercialisation of education. A qualitative study was carried out in Masvingo district with the purpose of exploring the effects of education commercialisation on teacher collegiality among history and geography teachers. A convenient sample comprising eight Heads of Departments (History and Geography) and 20 teachers within these departments was selected for this study. Data were generated through semi-structured interviews and focus group discussions. Findings from this study indicated that extra lessons have been commercialised, which has ripple effects on cluster-based seminars and school and teacher associations. The article concludes that micro commercialisation of education negatively affected teacher collegiality. The authors recommend that the responsible authorities should address the working conditions of teachers in order to curtail micro commercialisation activities.</div>Fri, 01 May 2020 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d66a91686?TRACK=RSSKudzayi Savious Tarisayi, Munyaradzi Chidarikire and Everjoy Munyaradzi2020-05-01T00:00:00ZExploring learner-centred approaches in Business Studies grades 10-12https://journals.co.za/content/journal/10520/EJC-1d66ae210a?TRACK=RSS
<div>This is a literature review of different scholars on learner-centred approaches to teach Business Studies in grades 10-12. The researcher engaged and reviewed literature in order to identify and analyse learnercentred approaches of teaching Business Studies in grades 10-12. Documents such as CAPS, Business Studies books and articles have been explored and analysed for the purpose of identifying learner-centred approaches to teach Business Studies. The objective is to identify and analyse different approaches that teachers can use to teach learners which engage and acknowledge the learner as knowledge producer. The main focus today on teaching is how the learner learns the content rather than focusing on what they learn as well as how they will apply the content in real life situations such as a business environment whether owning or working in the business. Methodologies of teaching and learning are the primary focus now of teaching. You can be a content guru but it is useless if one does not have clear and usable strategies, approaches and methods of presenting the content to the learners to the extent that ensures learners understand and that they are able to apply the content. Constructivism theory is used to engage articles and elaborate on the learner-centred approaches. The author identified the following; oral presentation, learner-teacher (learner as a teacher), learners as designer of teaching and learning aids, question and answer method, group-discussion, problem-solving, project-based learning, case studies and simulation. It is recommended that teachers also make use of field trip in order to familiarise learners with their future environment (businesses as workplace, and/ or inviting successful entrepreneurs to motivate learners about business environment.</div>Fri, 01 May 2020 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d66ae210a?TRACK=RSSMoffat Xolani Majola2020-05-01T00:00:00ZDoctoral Cornerhttps://journals.co.za/content/journal/10520/EJC-1d66b2ca85?TRACK=RSS
<div>Professional development: Mathematics teachers&#8217; implementation of formative assessment strategies<br/>Students&#8217; negotiation of practice education in occupational therapy: a case study<br/>Jigsaw co-operative learning strategy integrated with GeoGebra: a tool for content knowledge development of intermediate Calculus for first year undergraduate learners of two public universities in Ethiopia<br/>Utilising linkography to understand the cognitive mechanisms of technology learners during the design process<br/><br/></div>Fri, 01 May 2020 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d66b2ca85?TRACK=RSS2020-05-01T00:00:00ZList of reviewershttps://journals.co.za/content/journal/10520/EJC-1d66b89579?TRACK=RSS
<div>List of reviewers</div>Fri, 01 May 2020 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d66b89579?TRACK=RSS2020-05-01T00:00:00ZNotes on contributorshttps://journals.co.za/content/journal/10520/EJC-1d66c01703?TRACK=RSS
<div>Notes on contributors</div>Sun, 01 Dec 2019 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d66c01703?TRACK=RSS2019-12-01T00:00:00ZEditorialhttps://journals.co.za/content/journal/10520/EJC-1d66c14766?TRACK=RSS
<div>Post-1994 the South African higher education system was expected to be transformed from being elitist, fragmented, and racially discriminative to a non-racial, equitable system where there is meaningful equal opportunity for all. This was to be achieved through inter alia the implementation of legislation such as the South African Qualification Authority (SAQA) Act of 1995, the Higher Education Act 101 of 1997 and its amendments, and the establishment of the Council on Higher Education (CHE). The Higher Education Act aimed to transform the sector in keeping with the principles underlying the nascent democracy. The CHE through its Higher Education Quality Committee (HEQC) was to ensure the quality of higher education institutions and programmes while SAQA through the National Qualification Framework (Act 67 of 2008) ensured that programmes are appropriate for the level placed on the framework and provides for articulation pathways. Undoubtedly, there have been many gains. The restructuring of the higher education landscape has taken place and the level and quality of programmes is assured throughout the system.</div>Sun, 01 Dec 2019 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d66c14766?TRACK=RSSDolina Dowling2019-12-01T00:00:00ZReimagining curricula for the Fourth Industrial Revolutionhttps://journals.co.za/content/journal/10520/EJC-1d66c3f212?TRACK=RSS
<div>If higher education is to deliver education to students that prepares them for the demands and challenges of the Fourth Industrial Revolution (4IR), new flexible curricula and teaching approaches for diverse contexts and a move away from a teleological view of &#8216;skills&#8217; are required. The 2009 establishment of a dedicated Ministry for Higher Education and Training led to a (then) new perspective in terms of the organisation of the post-school education and training landscape which has had as its aggregated effect a heightened government focus on the link between education, the economy, and skills development. New approaches to curricula specifically and to programme types essential for a more empowering pedagogy for the 4IR are needed. Curricula to serve these ends are not supported by the current focus on predefined categories and types of learning. The changes in teaching technologies and tools have not been matched by flexibility in the processes and policies designed to ensure quality in higher education which increasingly frustrate attempts to respond effectively. The existing framework requires imaginative rethinking about curriculum to address the current and future needs of students.</div>Sun, 01 Dec 2019 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d66c3f212?TRACK=RSSKirti Menon and Gloria Castrillón2019-12-01T00:00:00ZEnhancing the use of a teaching portfolio in higher education as a critically reflexive practicehttps://journals.co.za/content/journal/10520/EJC-1d66c7bb3d?TRACK=RSS
<div>Teaching portfolios in higher education are used for the purpose of reflecting on the lecturer&#8217;s practice to improve student learning. Significant to academic development is the need to encourage staff to engage in scholarly writing about their teaching and student learning as a critically reflexive practice through the development of teaching portfolios. It was noted through the implementation of an academic development programme at a university of technology across faculties that not many lecturers were in possession of teaching portfolios and for the few who were, their main reason for developing them was for promotion or to participate in teaching awards. This paper is about exploring the use of teaching portfolios for critically reflecting on one&#8217;s teaching to enhance student learning, underpinned by Schon&#8217;s reflection on- and in- action principle. The study used qualitative interpretive research design to determine the awareness of university teachers on the purpose and importance of teaching portfolios. It was found that 19 participants were aware of the reflective purpose of the portfolios while 11 compiled them out of compliance. This outcome implies that more lecturers need to be engaged in developing critically reflexive teaching portfolios for enhanced teaching and student learning, as well as for increased participation in the scholarship of teaching and learning.</div>Sun, 01 Dec 2019 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d66c7bb3d?TRACK=RSSRosaline Sebolao2019-12-01T00:00:00ZInvestigating the prevailing issues surrounding ICT graduate employability in South Africa : a case study of a South African universityhttps://journals.co.za/content/journal/10520/EJC-1d66cb012b?TRACK=RSS
<div>Graduate unemployment is perhaps one of the most predominant problems in South Africa, as in several other countries. The intensity of unemployment within the country&#8217;s economy is revealed in the constantly rising unemployment rate year after year. This has raised many unanswered questions about universities&#8217; curricula, the quality of graduates and their ability to meet employers&#8217; expectations and criteria for employment. This paper reports on the issues surrounding ICT unemployment. The study explored the problems that graduates encounter when entering the labour market and why they are not getting their desired job in their profession. A mixed methods approach was used. Findings suggest that graduate unemployment is caused by poor economic conditions. Consequently, people at all levels and qualifications struggle to get jobs, irrespective of their qualifications. Other associated causes are lack of work experience, lack of hard and soft skills and the inability of graduates to apply knowledge acquired through university study. As a result, South African youth are still vulnerable in the labour market. Higher education institutions need to play definitive roles in producing academic graduates with the relevant skills and traits, coherent knowledge and application through using work-integrated learning as best practice for improvement.</div>Sun, 01 Dec 2019 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d66cb012b?TRACK=RSSKenneth Nwanua Ohei and Roelien Brink2019-12-01T00:00:00ZThe information needs and information seeking behaviour of commerce and management academics : a study of Saurashtra University − Rajkothttps://journals.co.za/content/journal/10520/EJC-1d66ce9ebc?TRACK=RSS
<div>The study reports the methods as well as sources for information seeking used by commerce and management academicians of Saurashtra University, Rajkot, to fulfil their information needs. The study was conducted to understand the needs of the library professionals and how those needs can be fulfilled. This study is descriptive as well as cross-sectional in nature. A detailed, structured questionnaire was prepared to collect the required data from the academics of commerce and management fields of the university. The findings showed that most of the academicians preferred conferences and their proceedings as the basic source of information. The respondents prefer all the formats including printed and digital methods to seek information. Also, it was noted that the gender sensitiveness and age groups do not act as a barrier for any language preference or specific formats for preparing the course material. Since this study was confined to the commerce and management academics of Saurashtra University, future studies could cover more departments in more universities. Libraries and information centres play a major role in the information transfer cycle. This study helps library professionals to understand the needs of the academicians and overcome the challenges faced by them.</div>Sun, 01 Dec 2019 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d66ce9ebc?TRACK=RSSAnkit Katrodia2019-12-01T00:00:00ZTranslanguaging as an instructional method in science and mathematics education in English second language classroom contextshttps://journals.co.za/content/journal/10520/EJC-1d6fb52217?TRACK=RSS
<div>The teaching of science and mathematics in African languages has been debated at various academic platforms that include seminars, conferences and publications where the major concern that has recurred is how it could be possibly done. The questions raised are mainly about the inadequacies of these African languages ranging from orthographies, terminologies to reading materials. For the reading materials to be produced there has to be agreed upon terminologies and the thrust of this paper is to delve on how such terminologies can be produced and how the teaching and learning can be done in African languages. Four secondary schools, two rural and two urban, were used as case studies, two in Bulawayo, and the other two in Matabeleland South province in Zimbabwe. The perceptions of science and mathematics teachers about translanguaging as a method of teaching science and mathematics were sought through interviews from eight teachers, that is, two from each of the four schools. The results showed that teachers have always been applying translanguaging as an instructional method in the teaching of science and mathematics although they were not aware that translanguaging is a concept that can be singled out amongst other strategies of instruction. The paper concludes that adopting translanguaging as a teaching method in bilingual classroom contexts aids learners&#8217; cognition thereby enhancing comprehension of concepts better than when only English language is used in teaching and learning.</div>Sun, 01 Dec 2019 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d6fb52217?TRACK=RSSRaphael Nhongo and Baba Primrose Tshotsho2019-12-01T00:00:00ZThe teaching and learning of trigonometryhttps://journals.co.za/content/journal/10520/EJC-1d6fb8bc84?TRACK=RSS
<div>A major desire of many African nations today is to be technologically developed. In South Africa there tends to be an acute shortage of skilled manpower in the field of science, engineering and technology. The fundamental importance of mathematics to humans could be explained in terms of the interrelationship between mathematics and the development of humans to advance the cause of humanity. Science and technology rely on the application of trigonometry in real life situations which affect the daily lives of people. In this paper, we report on a qualitative study which explored the mental constructions made by Grade 12 learners when solving for the unknown properties of triangles in trigonometry. The study was carried out at a school in KwaZulu-Natal (n=30) in South Africa. The data were collected from written responses of students to a structured activity sheet consisting of questions on 2-dimensional shapes, and subsequently analysed using Action, Process, Object and Schema (APOS) theory. Findings emanating from the data analysis informed a modification of the initial genetic decomposition, which raised some didactical implications for basic education, specifically for the learning and teaching of trigonometry.</div>Sun, 01 Dec 2019 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d6fb8bc84?TRACK=RSSAnnatoria Zanele Ngcobo, Sethembiso Promise Madonsela and Deonarain Brijlall2019-12-01T00:00:00ZUsing video-stimulated recall interviews : teachers’ reflections on the teaching of algebraic functions in rural classroomshttps://journals.co.za/content/journal/10520/EJC-1d6fd437e0?TRACK=RSS
<div>This paper has emerged from a qualitative study based on exploring Grade 10 rural mathematics teachers&#8217; discourses and teaching approaches while teaching algebraic functions in Acornhoek, Mpumalanga Province in South Africa. The topic was explored through individual semi-structured interviews, unstructured classroom observations and Video-Stimulated Recall Interviews (VSRIs) with five teachers from five different school sites representing multiple cases. Both participating schools and teachers were purposively selected for the study. The current paper focuses primarily on the data from VSRIs, which allowed teachers to revisit and reflect on recorded lessons. Teachers&#8217; reflections and comments made during the viewing of the video footages were analysed using Fairclough&#8217;s Critical Discourse Analysis in relation to Professional Learning and Change theoretical framework. The benefit of using VSRIs is that it enabled teachers to question their own teaching, in turn positioning them better to interrogate and problematise the taken-for-granted nature of their classroom work. This method did not only complement the data from the other two methods used in the study, but also allowed teachers to configure alternative courses of action and utterances during teaching in the classroom that challenge and modify their teaching practices.</div>Sun, 01 Dec 2019 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d6fd437e0?TRACK=RSSHlamulo Wiseman Mbhiza2019-12-01T00:00:00ZSupport strategies to assist foundation phase teachers with implementation of inclusive education : a case of selected Johannesburg West schoolshttps://journals.co.za/content/journal/10520/EJC-1d6fd98a0a?TRACK=RSS
<div>School-based support teams (SBSTs) have been established in full-service and mainstream public schools in South Africa to serve as one of the tools to deal with the challenges teachers faced in implementing inclusive education (IE) daily. Although the SBSTs are working very hard towards strengthening teacher capacity, it can be argued that their hard work does not seem to have any visible quality effect compared to the challenges that teachers have to deal with in schools. This paper focused on support strategies which the SBSTs can use, to assist with practical implementation of inclusive practices in mainstream schools in South Africa. Participants were purposefully drawn from two full-service schools and one mainstream school. Six foundation phase teachers, three principals and three SBST members were interviewed to get different perspectives of the phenomenon under study. The instruments utilised were: semi-structured interviews, document analysis and observation. The data analysis involved scanning, sorting, synthesising, pattern searching and categorising. The findings revealed several support strategies as proposed by teachers including the following: (1) need for change in the way support is channelled; (2) teacher training on specific skills; (3) regulate the pull-out system; (4) SBST meetings and workshops should be properly coordinated; (5) time for teachers and SBST to sit and reflect on practices, and (6) inclusive education should focus on teachers and not on SBST coordinators and learning support educators. The paper concluded that if these support strategies are given attention, teachers rather than learners will be given support on how to address learning difficulties within their classrooms; SBSTs will work in collaboration with the classroom teachers. The overall effect would be that more learners will be supported in real inclusive settings.</div>Sun, 01 Dec 2019 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d6fd98a0a?TRACK=RSSAmbeck Celyne Tebid2019-12-01T00:00:00ZDoctoral Cornerhttps://journals.co.za/content/journal/10520/EJC-1d6fdcf090?TRACK=RSS
<div>Enhancing the employability of young adults from socio-economically challenged contexts<br/>Statistics education for a developmental economy: The development of a coherent reasoning and thinking intervention<br/>A professional development programme for Ghanaian kindergarten teachers to implement an indigenous play-based pedagogy<br/>A human-centered design approach to fashion design education<br/><br/><br/><br/></div>Sun, 01 Dec 2019 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d6fdcf090?TRACK=RSS2019-12-01T00:00:00ZList of reviewershttps://journals.co.za/content/journal/10520/EJC-1d705843d8?TRACK=RSS
<div>List of reviewers</div>Sun, 01 Dec 2019 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-1d705843d8?TRACK=RSS2019-12-01T00:00:00ZEditorialhttps://journals.co.za/content/journal/10520/EJC-16856350b7?TRACK=RSS
<div>Exponential technological innovation in areas such as Artificial Intelligence, robotics and the Internet of Things, will change the nature of work across industries and occupations with many future jobs being ones that do not yet exist. Concomitantly, there will be job losses particularly where automation substitutes human capital. When we take into account the need of human beings to generate an income and to have a meaningful and purposeful life, which for many is given expression in work, it is apparent that education needs to change. Major shifts in understanding the nature and purpose of education need to occur to reflect this new reality. There needs to be education appropriate for this fast-emerging new global economy and in which all learners and students are given the skills and tools to flourish.</div>Sat, 01 Jun 2019 00:00:00 GMThttps://journals.co.za/content/journal/10520/EJC-16856350b7?TRACK=RSSDolina Dowling2019-06-01T00:00:00Z